七年级英语下册Unit 8教案2

第一篇：七年级英语下册Unit 8教案2

Unit 8 How was your school trip?

Page 47 Section A 1a~1c

I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary;Target language.2.Abiklity Objects Listening, speaking, writing and cooperating skills.1.Moral Object What you do today is what you do tomorrow.II.Teaching Key Points 1.Key vocabulary aquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.2.Target language Did you go to the zoo? No, I didn’t.I went to the aquarium.Were there any aharks?

No, there weren’t any sharks, but there were some really smart seals.III.Teaching Difficulty:

Spoken practice.IV.Teaching Methods Oral practising, listening, writing, asking and answering methods;Pairwork.V.Teaching Procedures Step I

Greet the class.Step II

Today we are going to learn Uint 8 How was your school trip? During this unit we will learn more ways to talk about things that happened yesterday, last week or last year.Now I’d like to ask some questions about things you did yesterday or last week.Warming – up: Ask different students questions about things they did yesterday or last week using verbs they have already studied.Ask the students to give the short answers, Yes, I did.No, I didn’t.Yes, I was.No, I wasn’t.Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Review the present and past of some verbs students have already studied.Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Step III Show new words on the screen aquarium

shark

seal

souvenir

Lead the students read the words above and add some more words needed to teach.Step IV Section A 1a Aak students to make separate lists.Ask students to read their lists to the class.On the board, make a list of all the activities students talk about using a past verb and the activity.Point to the items and ask different students to read the items to the class.Step V 1b

Point out the picture and the list of activities.Read the instructions.Listening carefully and circle only the things you hear on the recording.Check the answers.Step VI 1c Pairwork

Ask students to look at the picture in Activity 1a.Then point out the sample comversation in Activity 1c.Ask two students to read it to the class.Say, Now work with a partner.Make your own conversations about the people in the picture.Ask several pairs to present one or more of their converwations to the class.Step VII Game Divide the class into two teams.Name one team “past”and the other “present”.The “past ”team will talk about things that happened last week or last year.The “present”team will talk about things that happen every day.The “past ”team starts by saying a sentence.The “present”team has to change the sentence into a “present”sentence.For example, I went swimming yesterday becomes I go swimming every day.The “present”team to change.Each team gets one point for changing a sentence correctly.Step VIII Summary Today we have learned how to talk about what you did on your last school trip.This is about something happened in the past.And now we know how to say it in English.We have to work hard every day then we could make progress every day.Step IX Homework Review the Activity 1a.Practice the Activity 1b with yout partner.Step X Blackboard Design

Unit 8 How was your school trip? Did you go to the zoo? No, I didn’t.I went to the aquarium.Were there any aharks? No, there weren’t any sharks,but there were some really smart seals.Step XI Teaching reflection:

第二篇：七年级英语下册Unit8 Topic1 Section D教案

七年级英语下册Unit8 Topic1 Section D教案

Section D needs 1 period.Section D需用1课时。

The main activities are 1a and 4.本课重点活动是1a和4。Ⅰ.Aims and demands目标要求

1.Learn some new words and phrases:

everything, come back to life, come out, be busy doing sth., leaf, wind, strongly, report

2.Learn some useful expressions about the seasons.Everything comes back to life.Trees turn green and flowers come out.It often rains and sometimes it rains heavily.It’s cool and the leaves fall from the trees.The wind blows strongly, and sometimes it snows.3.Talk about the weather and temperature.Beijing is sunny.The high temperature is 10℃ and the low temperature is 2℃.Ⅱ.Teaching aids 教具

多媒体课件/录音机

Ⅲ.Five-finger Teaching Plan 五步教学方案

Step 1Review 第一步复习(时间:10分钟)

复习询问天气的功能用语。

让学生们用本话题所学重点句型编一个有关天气和季节的对话，给三分钟时间准备，自觉上前来表演，表现好者给予鼓励。T: Now.Let’s congratulate the winners.(学生向获胜者鼓掌。)

Step 2Presentation 第二步呈现(时间:11分钟)

出示多媒体课件，呈现1a, 完成1b。掌握描述四季的差异的表达方法。

1.(一年有四个季节, 每个季节之间肯定会有不同之处, 到底有哪些不同之处呢？呈现1a。

听录音，回答下面的问题：

（1）What’s the weather like in spring？

（2）When does summer usually begin?

(学生阅读并做笔记, 教师巡视, 发现速度慢的学生, 教师可以个别指点。)

2.(时间到, 核对答案。根据学生回答, 板书并导出新单词。)T: Time is up.Let’s check the answers.3.(播放录音, 让学生跟读。)

T: Listen to the tape and follow it.Step 3Consolidation 第三步巩固(时间:6分钟)

巩固1a, 学会复述短文。

(学生通过阅读1a文章, 做1b练习, 已对四季的差异有了大致了解。现在可以根据自己做的笔记, 不看课文复述短文, 同时教师用课件出示四季图片, 可让学生看着四季图以及上面的板书内容，回忆并复述。)

T: Good.Now please retell the passage according to your own notes.You can also get help from the pictures and the key words on the blackboard.S1: In China, spring returns and many things come back to life in March.The weather gets warm.It is a wonderful season.Summer begins in June.It is very hot.The

leaves fall from the trees

in fall, and the farmers are busy harvesting.Then winter comes.It

lasts from December to

February.We all wear warm clothes.The wind blows strongly.Sometimes it snows.T: Very good.Now, S2, please retell the passage again.S2: …

…

Step 4Practice 第四步练习(时间:10分钟)

掌握季节的功能用语, 进行知识拓展。

1.(学生通过复述, 已经掌握了很多四季之间的差异。现在可以进一步探讨现实生活中四季之间的差异。把学生分成春、夏、秋、冬四组, 春天这一组讨论与春天有关的话题。夏天这一组讨论与夏天有关的话题, 依此类推。教师可以在旁边观看并指点。讨论过程中每组学生可以把相关的讨论结果写在黑板上。然后比一比，看哪一组做得最好。)

T:Good!Now can you find out more differences in different seasons? I will divide you into four groups.Each group stands for one season.Please discuss and write your answers down on the blackboard.Let’s see which group does the best.Group 1, please write down the sentences describing spring.Group 2, please write and tell us what summer is like.Group 3, please work for fall.Group 4, please describe how winter is different from others.Ss: OK.2.(由上面的活动转入2。请同学们根据2的信息，写一则天气预报，可适当进行扩展。)

T: Boys and girls, we do different sports in different seasons.But before we go out, we’d better know the weather.Do you know how to write a weather report? Now, please look at 2, and try your best to write a weather report according to the information.(写完后，老师点几名学生朗读他们所写的天气预报，并作适当讲解。)

T: OK.Now let’s ask some students to read their weather reports, S1 …

Step 5Project 第五步综合探究活动(时间:8分钟)

利用所学知识, 学会表达对季节的喜好。

1.(不同的季节有不同的天气, 人们可以进行不同的活动。进入小组讨论, 谈论每个人在不同的季节里的服装穿戴和进行的活动。)

T: Good!We know in different seasons, we wear different clothes and do different sports.Now work in groups, and discuss what kind of clothes you wear and what sports you do in different seasons.(学生开始讨论, 2分钟后让学生汇报。)

T: Now can I share your ideas?

S1: I like wearing coats in winter and I like skating.S2: I like wearing T-shirts in fall, and I like climbing mountains.S3: …

…

2.(家庭作业。)

(写一篇短文, 描述自己在不同的季节所喜欢的衣服和运动。)

仁爱英语七年级下册Unit8 Topic1 SectionD教案

学校：冯桥初级中学

姓名：邓红艳

第三篇：英语(新目标)七年级下册教案_2

英语（新目标）七年级下册Unit 2教案 Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

Recycled language What are you doing? Do you want to...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2 Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C

This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：

教学方法有问题？

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪

怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。

2a

This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park?

B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（进度）Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特别）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point

to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭头)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的)Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供协助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.4

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(参与)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教学后记：

培养学生的自信心和兴趣是最重要的

培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。

第一件事是在教育科学频道

第四篇：七年级英语上学期Unit8教案3

Unit 8 When is your birthday 教学目标

通过学习一年中十二个月的单词和序数词，教会学生使用互相询问对方生日，以及第三人称他或她的生日。

教学重点和难点

1.January, February, March, April, May, June, July, August, September, October, November December.2.When is your birthday? My birthday is November 11th.When is Leila’s birthday? Her birthday is September 5th.What year were you born?

I was born in _____.课前准备

1．学生课前准备

预习十二个月的单词，会朗读单词，能听懂中文意思。每人准备一个小台历。

通过上网查找十二个月单词的由来，以便进一步更好的了解西方文化历史的同时和更容易地记住单词。

2．可以预先准备好一张生日卡片或一个生日蛋糕。

3．教学课件 利用幻灯片制作一些投影片

教学设计

教学过程设计

Step1 Revision of the words of twelve months.可以先问学生“一年有几个月？”“它们都怎么说？”

可以让一个学生问另一个学生的生日在哪天？其他学生翻日历，教师检查学生是否翻对日历。

Step 2 Listen to a conversation and fill in the chart.Name

Jan.Feb.Mar.Apr.May

Jun.Jul.Aug.Sep.Oct.Nov.Dec.Vera

Mary

Jeff

让学生看表格，填月份。听完之后，让学生互相问检查答案。

Step 3Listen and match the names, months, and days.学生先看表格，让一个学生先按照表格的顺序姓名，月份，日期，填好。再听录音，连线。最后让学生说出答案。

Step 4 Ask your partner about his or her birthday in groups.以组为单位，互相询问生日在哪天，哪一年出生，谁比谁大，组长汇报自己组谁年龄最大，谁年龄最小。

Step 5 Choose an ID and make a conversation

根据上面的活动，自己可以制作一个个人身份证。包括自己的姓名，年龄，出生日期，在哪所学校学习等。

Step 6 Report

如果时间允许，可以找一些做的较好的学生展示以下他们的作品。

教学点评（或反思）

这节课教学活动较多，如果学生基础不扎实，可以少做一些活动。重点练习“你的生日在哪一个月，哪一天？”。

如果程度较好的班级可以在此基础上再适当增加内容，让学生反复操练重点句型，以求达到一个新的水平。

第五篇：人教版七年级下册英语unit8的教学反思

人教版七年级下册英语unit8的教学反思

本单元的中心话题是订餐，整个单元围绕着订餐这一核心话题展开，通过本单元的学习，要求让学生能够运用would like来表达自己对食物的需求，从而学会订餐，并在订餐过程中学会询问他人的个人信息以及向他人提供自己的个人材料，在教学中，首先要教好单词的发音和拼写，使学生会读会拼，才能为继续学习单词的其他方面奠定基础，所以教师必须确保准确地、清晰地、缓慢地呈现这些单词的发音和拼写。

在呈现词汇时，利用图示法，尽量用多媒体课件中的图片呈现一些单词，如本课学习的词汇水果、蔬菜、肉类、饮料等等，也可以适当拓展一些学生感兴趣的相关词汇。把学习者从简单机械重复、死记硬背的枷锁里解脱出来，增加词汇学习的趣味性，增强学习信心，提高词汇学习效率。在教学这些词汇的读音时，也使学生在形象记忆中记住这些词汇的汉语意思，同时也把培养学生的自主学习的能力渗透在词汇教学中。

其次，对单词进行分类、归纳学习。如本课学习食品类的词汇，包括水果、蔬菜、肉类、食品、饮料等等，同时又有可数名词和不可数名词之分。通过图片展示各种水果、蔬菜、肉类、食品、饮料等让学生进行归纳分类，学生很快就能对这些食品进行分类。可数名词有水果、蔬菜、部分食品，不可数名词有肉类、部分食品、饮料等。一目了然，学生看的清楚，记的牢固，自然对单词记忆产生了浓厚兴趣，同时也培养了学生观察、记忆、思维、想象、创造和自主学习的能力。

再次，通过句型替代词汇练习进行记忆词汇，提高词汇的复现率。如本课学习运用句型What would you like? I’d like some noodles.通过学习运用这种句型使学生既记忆了词汇也学习了句型。

学生在操练句型时，可以把他们分成小组。通过小组进行练习句型，并且给表现出色的小组加分，或是画小红花，小红旗等。促进小组的合作意思，增强小组的集体意识，培养学生的小组合作能力和学习探究的能力。

Unit1 Where’s your pen pal from? 教学反思

这是本学期都第一单元，刚刚开学，所以进度不宜过快。而且这单元的单词多是关于国家和城市都词，比较难记。因此在课堂上抽出时间先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。

课前通过预习提纲让学生了解所学都大概内容，做到心中有数，达到事半功倍都作用；课后通过一课一测小卷及时发现并解决问题；通过知识提纲，帮助学生建立单元知识树，理清整个单元都知识脉络；通过课外延伸作业让学生在实际做题中应用所学知识，并加以巩固；最后通过单元测试，对学生做学生效果都检测。

在对待单元知识提纲是我们让学生把单元几句重点句背下来，单词需要积累，这点勿容置疑，对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三。对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。

另外，在本单元的教学中我们还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。

一单元

教学反思

根据目标，这一单元主要介绍朋友或其他所熟悉的人的国别、居住地、所使用的语言种类，通过学生的学习，让学生知道国外的地方名称，询问国别、住址和所操语言种类。在教学过程中，通过语言示范，教会学生如何发问，如何进行正确回答，在实际的应用中熟练运用国家名称、城市名称。通过师生对话、生生对话，熟练运用特殊问句，达到了解他人基本情况。在教学过程中，运用了情景教学法、任务驱动法，实现了学生间合作、探究，激起对他国文化的探究和了解。

在教学过程中，通过先学习国名、城市名称、在过度到询问某人来自哪里、住在何地，有序实现了教学的重难点。在学习的过程中，学生的学习积极性较高，了解了他国文化，实现了教学所规定的目标。为巩固所学知识，我安排学生在课后对所学的知识点进行再认识，要求学生对所学的知识进行表演，达到内化的目的。

总之，通过示范、合作、小组活动，学生在学习的基础上把课本知识内化为自己的能力，达到学以致用的目的。

二单元 教学反思：

这是新目标英语七年级下册Unit 2 Section A的 内容。本单元的中心话题是谈论地点和位置关系。本课的内容注要是让学生学习用特殊疑问句 式 Where isare…..和一般疑问句 式AreIs there….来.询问地点，而且用表示方位关系的介词near , across , across from next , next to , between, front In front of , behind等来描述位置关系，我根据初一学生胆大、活泼、好动、喜欢交流的个性，利用小组合作、做游戏等课堂教学活动激发学生的学习热情，让学生主动参与到学习活动中来。

3、本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成

4、在这个单元教材的设计主要是让学生能够学会更多关于职业的英文昵称，和对别人职业和未来职业的询问。

对于每一个英语学习者来说，学习英语最主要的目的是能够用英语进行交流，就要求学者应努力的提高自己的听说的能力，由此听说能力就显得尤为重要

人教版七年级下册英语unit5的教学反思

本单元围绕“everyday activities”这一话题展开听、说、读、写等多种教学活动，以正在进行时的结构和如何运用现在进行时去表达人们正在发生的动作为学生突破的重点。为了让学生更深刻的记住和使用现在进行时，运用多媒体放映了一些人物做的动作，先让学生运用我们学过的一般现在时去表达，然后反问学生如果这些活动是正在发生的动作，那么我们应该如何表达和描述呢？从我们学过的知识点入手渐渐由浅到深的进入我们今天的主要课题——现在进行时。激发了学生的浓厚的学习的兴趣。让学生动脑思考和积极参与到课堂教学中来。

6、词汇教学是英语学习的重要任务，也是英语课堂教学的重要内容。对于初学者是靠死记硬背来学习词汇的。而目前初中英语课本词汇大量增加，大大增加了学生的记忆负担。因此，目前初中生学习英语时，普遍感到英语单词学习是第一难关。单词记不住，写不出来，直接影响着他们学习英语的兴趣和积极性，甚至直接影响他们英语学习的成败。在呈现词汇时，尽量用多媒体课件中的图片呈现一些单词，本课学习的词汇是关于天气的词汇，也可以适当拓展一些学生感兴趣的相关词汇。把学习者从简单机械重复、死记硬背的枷锁里解脱出来，增加词汇学习的趣味性，增强学习信心，提高词汇学习效率。再次，通过句型替代词汇练习进行记忆词汇，提高词汇的复现率。如本课学习运用句型How is the weather?通过学习运用这种句型使学生既记忆了词汇也学习了句型。

通过进行练习句型，促进学生的合作意思，培养学生的小组合作能力。

通过听力练习和小组调查进一步使学生把已学的知识运用到实际生活中，使学生得到进一步巩固和提高。

创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。在教学过程中，每个需要掌握的知识点，我都从差生入手，使他们掌握最基本的知识的同时，注意拓宽知识面，关注优生的情况，给他们自主学习和直接交流的机会。学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，情态是学好英语的重要因素，因此我努力创造宽松民主、和谐的教学空间，存在的问题是教学时间把握不够准确，上课时间应该再紧凑一些，并且学生调查时间稍显不足，调查所用的句型学生还不够熟练，因此影响了学生的调查效果。

今后我会吸取经验弥补自己的不足。

七年级下第七单元《What does he look like?》是一堂人物外貌的描述课，所以我用一幅电影海报让学生说说自己熟悉的明星，目的在于活跃气氛，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。

其次，我们的学生由于他们的年龄特征所定，对形象的事物特别感兴趣，尤其对新人类更是喜欢。那么就这个特点，我采用了大量的人物图片。而这些图片是经过精挑细选的，就本课的教学内容它主要是要求描述人物的发型与身材，所以选图时，就得相当有代表性。比如：高个——姚明；矮个——潘长江；让学生一看就能明白这些单词的含义。那么他们说起来也就琅琅上口了。

根据学生们的年龄特点，在课程中我设计了记忆抢答，小组调查，猜猜他是谁，和给老师设 4

计一个新形象这样几个任务。从个人活动，同桌活动，到小组活动，充分地将课堂新授内容通过不同的方式体现出来，这些活动贴近学生的生活，让学生的口、手齐动。也发挥多学科知识的联系作用。本课要求学生能描述他人的外貌。这就要求学生应具备听、说能力。怎样把这样的能力融入一体，并且学生能很好的接受，同时还能锻炼写的能力呢？通过猜同学，让学生们关注身边同学的特点，用刚学会的语言来描述自己同伴的长相，更贴近生活实际，给学生的学习带来更多的乐趣。这样也更能给学生们长久的记忆。学生们的想象能力十分丰富，何不让他们想象一下自己老师们的新形象是什么样子呢？让他们一边描述，一边画出自己老师的肖像。这样利用美术知识来巩固本节内容，学习的形式也多样了，岂不更好？设计这个任务目的在于让学生能学有所用，描述自己的老师，给老师设计一个新形象，并画出来,学生们十分激动，想着能用英语描述自己的老师并且给他们设计形象了，他们特别高兴。此时的气氛很活跃,也让此堂课别开生面，乐趣横生，相信也让在场的老师们感受到了学生们对于自己任课老师们的关注，喜爱与认可。同时这也培养学生的多种能力，让其能动手动口。通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想。同时缩短了老师与学生的距离，老师们也能从学生们的言语及图画中感受到学生深深的爱！我想这也是一种和谐的体现吧

在课堂上我鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。以学生为主体，教师旨在导学，不断创设情境让学生参与，积极肯定地评价学生的表现。任务设计较成功，创造条件让学生能够研究他们自己感兴趣的话题。同时注意给学生创设自主学习和交流的机会。学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。增加学生的语言实践，促进他们在整个教学活动中主动参与。同时我也将在今后的教学中继续探索在任务、与合作型教学中如何调动全体学生的积极性的方法。争取做到让学生独立自主学习，参加小组活动进行合作学习，做到探究学习。课的设计不管是从内容上还是活动上都是很有激情的，学生的激情也充分的调动了起来。课后我一直在思考为什么学生们上课时说得好可以到考试成绩就有问题了呢？我发现自己还有很多不足。

在平常的教学中，学生的胆量是比较大的，他们举手发言的激情是有的。但是对于知识的掌握似乎只是停留在表象上，没有深入地思考，因此我想在今后的教学中我应该在注意培养学生大胆开放的性格的同时,让学生积极动脑思考，加强对知识的归纳，巩固和检查。本课是一节任务型教学研究课着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。1导入。用关于学校科目的chant来引入新课有利于活跃课堂气氛把学生带入课程的场景中。

2把各科教师的照片、学生们喜爱的画片和目标语言结合起来能够加深学生对目标语言的理解。3使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。4听力部分的Report有利于学生掌握英语口试的形式是一种很好的练习方式。5自制课表的任务能够激发学生们参与教学的积极性使他们成为学习的主动者。教学反思 本课是一节任务型教学研究课着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理层次清晰形式活泼多样课件运用恰当开始由chant导入新课最后在歌声中结束使整节课首尾呼应、气氛活跃达到了学生掌握并灵活运用目标语言的教学目的。

第三节：本课是一节任务型教学研究课着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。1导入用关于学校科目的chant来引入新课有利于活跃课堂气氛把学生带入课程的场景当中。

2把各科教师的照片、学生们喜爱的画片和目标语言结合起来能够加深学生对目标语言的理解。3使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。4听力部分的Report有利于学生掌握英语口试的形式是一种很好的练习方式。5自制课表的任务能够激发学生们参与教学的积极性使他们成为学习的主动者。

11、本单元是九年级义务教育课程标准实验教科书七年级下册的过渡单元，核心话题是用英语谈论电视节目，因此“game shows”也成为本单元的教学重点。通过对本单元的学习，学生能够掌握出现的游戏娱乐名词以及表达个人情感色彩的动词，还有相关的短语、句型和语言知识点。

学习过程中学生对节目以及娱乐词语很感兴趣，但是对于部分重要词语的用法掌握不好。课文中的重要句子不够熟练。

12本节课是人教版七年级下册最后一个单元，主要是要学生谈论家规，在section A部分已经学习谈论校规，学生已经能够很好地使用祈使句，正确使用情态动词can，本节课继续巩固这些内容。因此，在各方面都掌握的较好。听力练习百分之九十以上学生全对，说和写的效果是通过要学生到讲台前汇报的形式来检测的，大部分学生做的很好。通过要学生回答问题检测学生读的学习效果，发现学生基本能够从短文中获取信息。